During the time that I have been working with Generation Text Online Mentor Program I have made wonderful friends, learned a lot about myself, and gained a sense of pride and responsibility in my dealings with my peers.
Being a Lunch Bunch mentor has been a powerful and fulfilling opportunity for me to support a small group of boys – at a vulnerable age between childhood and adulthood – develop emotional and social skills that I expect will positively impact their personal and academic success.
We now have the tools to have these conversations with our nuclear family, extended family, our community and in our workplace.
Wow – what a shift in how we feel about the school!
You gave us the tools to get our kids to open up and the strategies to keep them talking!
One of the things that I found most interesting was learning about is how important the teacher-student relationship is.
You can not just do lesson on character education and bullying and expect students to be prepared to be 21st century dual citizens.
As a teacher I never considered discriminatory harassment in school or online for that matter, I always had one broad term, bullying.
I found this course to be very insightful and interesting on many different levels. First off, being a teacher I think it is always important to reflect and learn new teaching strategies.
In order to be a highly effective teacher it is essential to conduct lessons that include students going online independently.
Guiding students through group conversations about the Eight Essential Questions really seems to be an excellent way of handling any type of bullying situations going on in your class.
I need to find a middle ground between what students know (no learning taking place) and what they have to learn.
As a speech-language pathologist I feel it is crucial to give students the language (vocabulary) to express their feelings.
While adults may believe they are doing enough, students do not think we are.
It is something tangible that I can work on each and every day of the school year, without needing to be within the context of bullying or harassment.
What I found most interesting was the information relating to the effects of trauma on the brains of children.
The content, character, and being a duel citizen in the 21st century are three things that are assigned to teachers.
The lessons with videos were the most valuable and I actually shared them with a coworker who teaches internet safety to the high school students.
The information from Dr. Nadine Burke on Adverse Childhood Experience Study was most interesting and valuable for that matter. Understanding the science behind the development or lack thereof, for some students helped to build tolerance and empathy as a pedagogue, which can be easily forgotten as the year progresses and frustration begins to fester with “uncooperative” students.
After taking this course, I find myself truly engaged in the two lessons describing the eight essential questions and “Mean V. Nice.”
As an educator, I am more aware of how my classroom should be (culture and climate) and it’s so important.
A story about how implementing the Gen Text Program in a lunch bunch prevented bullying and conflict a K-8 school.
As a first year teacher there are many obstacles that you do not realize you will face when it comes time to leading your own classroom.
Using this program has given me opportunities to ask specific questions to my students to understand their personalities and home lives better.
Generation Text Online is a proactive way of addressing bullying related issues/communications that occur routinely, whether it be between student to student or student to teacher.
I will say my sons have said that “we are very afraid yet relieved that there is someone else out there just like you mom,” once again THANK YOU for validating my parent skills when you did not even know you were doing that. What you are doing is going to make this world a better place!!!!!
I have to say – it has been pretty cool to watch how implementing these community building actives has affected and effected my students and our overall sense of classroom community.
This week, we are trying Chapter 3, while still doing high-lows on Mondays and Fridays (high/lows about the weekend on Mondays and high/lows about our week at school on Friday afternoons). Consistent and patient active listening is still a work in progress but a bit better with each time we do an activity. I’m proud of them 🙂